Services to ELL Program students implement the requirements of many laws. Title III of the No Child Left Behind Act of 2001 (Title III) is one of the laws being implemented. Title III requires ELL Program students attain English proficiency, and meet the same challenging academic standards all students are expected to meet. Services provided through the ELL Program also implement the requirements of Title VI of the Civil Rights Act of 1964 and its regulations, which prohibits discrimination on the basis of race, color, or national origin in programs and activities that receive federal funds. With regard to students with limited English proficiency, Title VI and its regulations require that these students are able to participate in, or benefit from, regular or special education instructional programs.
In the state of Maryland...Ever since No Child Left Behind was passed, the instruction for learning English and other areas are left to the choice of state. In the state of Maryland, there is something known as the Five-Step Process which deals with setting expectations, selecting and knowing about accommodations, and administering and evaluating accommodations. This process allows the learning for English Language Learners to be maximized to its fullest. Children who are ELL have to be given accommodations within the classroom and also during testing. The accommodation can be selected reading sections, read the entire test, and even extended time. Accommodations must fit the child and must be consistent. A lot of the accommodations are also based on the level of proficiency that the child has. Levels are from 1 to 5 with 1 as a newcomer to America and 5 being exited, but monitored by the ELL teacher and classroom teacher. Florida's Federal laws concerning ELL student's. The federal No Child Left Behind (NCLB) Act of 2001 is designed to ensure that children have a fair, equal, and significant opportunity to obtain a high-quality education. The program provides options to parents of students enrolled in schools that are in need of improvement, corrective action, or restructuring. The Florida Department of Education is leading statewide efforts to close the achievement gaps affecting students whose educational opportunities are limited by low-performing schools, to increase awareness among parents and other community members about public school options in Florida and to ensure all students are well-served and NO STUDENT IS LEFT BEHIND. In Arizona the Office of English Language Acquisition Services (OELAS) responds to the English language proficiency standards of the United States Department of Education.Then the Arizona Dept. of Ed. developed English Language Proficiency (ELP) standards that allow the state of Arizona to gauge student progress throughout the state. These standards provide examples to help with instruction and are designed for the students to become proficient in English as quickly as possible. What is interesting is that there are performance indicators at each stage for finding out the varying proficiency levels. This is called the Discrete Skills Inventory (DSI) which is now part of the ELP standards. The testing portion for the students is called the AZELLA exam and includes levels of Pre-Emergent, Emergent, Basic and Intermediate. The goal is to teach to the High Intermediate level and scaffold back depending on the student’s identified proficiency level.Pennsylvania's Language Proficiency Standards for English Language Learners (ELPS for ELLs) have been carefully developed to meet compliance with the requirements of Title I and Title III of the No Child Left Behind Act of 2001. Pennsylvania's ELPS for ELLs were approved by the State Board of Education on March 17, 2005 for Social & Instructional (ESL), Language Arts and Mathematics. There are five English language proficiency standards that center on the language needed by English language learners in Grade levels PreK-12 attending schools in the state of Pennsylvania to succeed both socially and academically in educational settings. The five Pennsylvania English Language Proficiency Standards are as follows:
Hawaii's ELL program information:
Services to ELL Program students implement the requirements of many laws. Title III of the No Child Left Behind Act of 2001 (Title III) is one of the laws being implemented. Title III requires ELL Program students attain English proficiency, and meet the same challenging academic standards all students are expected to meet. Services provided through the ELL Program also implement the requirements of Title VI of the Civil Rights Act of 1964 and its regulations, which prohibits discrimination on the basis of race, color, or national origin in programs and activities that receive federal funds. With regard to students with limited English proficiency, Title VI and its regulations require that these students are able to participate in, or benefit from, regular or special education instructional programs.
In the state of Maryland...Ever since No Child Left Behind was passed, the instruction for learning English and other areas are left to the choice of state. In the state of Maryland, there is something known as the Five-Step Process which deals with setting expectations, selecting and knowing about accommodations, and administering and evaluating accommodations. This process allows the learning for English Language Learners to be maximized to its fullest. Children who are ELL have to be given accommodations within the classroom and also during testing. The accommodation can be selected reading sections, read the entire test, and even extended time. Accommodations must fit the child and must be consistent. A lot of the accommodations are also based on the level of proficiency that the child has. Levels are from 1 to 5 with 1 as a newcomer to America and 5 being exited, but monitored by the ELL teacher and classroom teacher. Florida's Federal laws concerning ELL student's. The federal No Child Left Behind (NCLB) Act of 2001 is designed to ensure that children have a fair, equal, and significant opportunity to obtain a high-quality education. The program provides options to parents of students enrolled in schools that are in need of improvement, corrective action, or restructuring. The Florida Department of Education is leading statewide efforts to close the achievement gaps affecting students whose educational opportunities are limited by low-performing schools, to increase awareness among parents and other community members about public school options in Florida and to ensure all students are well-served and NO STUDENT IS LEFT BEHIND. In Arizona the Office of English Language Acquisition Services (OELAS) responds to the English language proficiency standards of the United States Department of Education.Then the Arizona Dept. of Ed. developed English Language Proficiency (ELP) standards that allow the state of Arizona to gauge student progress throughout the state. These standards provide examples to help with instruction and are designed for the students to become proficient in English as quickly as possible. What is interesting is that there are performance indicators at each stage for finding out the varying proficiency levels. This is called the Discrete Skills Inventory (DSI) which is now part of the ELP standards. The testing portion for the students is called the AZELLA exam and includes levels of Pre-Emergent, Emergent, Basic and Intermediate. The goal is to teach to the High Intermediate level and scaffold back depending on the student’s identified proficiency level. Pennsylvania's Language Proficiency Standards for English Language Learners (ELPS for ELLs) have been carefully developed to meet compliance with the requirements of Title I and Title III of the No Child Left Behind Act of 2001. Pennsylvania's ELPS for ELLs were approved by the State Board of Education on March 17, 2005 for Social & Instructional (ESL), Language Arts and Mathematics. There are five English language proficiency standards that center on the language needed by English language learners in Grade levels PreK-12 attending schools in the state of Pennsylvania to succeed both socially and academically in educational settings. The five Pennsylvania English Language Proficiency Standards are as follows: